Analysis of Therapeutic Gardens

ResearcH JournaL
2014 / VOL 06.02
www.perkinswill.com
PERKINS+WILL RESEARCH JOURNAL / VOL 06.02
04.
ANALYSIS OF THERAPEUTIC GARDENS FOR CHILDREN WITH AUTISM

SPECTRUM DISORDERS
Micah Lipscomb, ASLA, LEED AP BD+C, micah.lipscomb@perkinswill.com
Alexander Stewart, ASLA, LEED AP BD+C, alexander.stewart@perkinswill.com
ABSTRACT
Current research on the impacts of landscape architecture on children with Autism Spectrum Disorder (ASD) are
surprisingly lacking, considering the believed benefits of the natural environment on individuals with special
needs. This study examines how outdoor design elements benefit children with ASD and specifically, how these
design criteria can be implemented to inform the design of a camp that serves children with ASD. In the study, the
team used the following research methodology: a review and critique of established design criteria, an observation and analysis of built projects to evaluate experiential design criteria, and an application of design guidelines
to a specific project. The results of the study were a refined set of design guidelines that creates a hierarchy of
importance for the criteria. This design criteria enriched the conceptual design of a camp called Camp Southern
Ground, by focusing the design on elements that appear to provide therapeutic benefits to children with ASD.
While the complexity of ASD does not allow for simple answers, the article provides a framework to both inform
better design for outdoor spaces for this unique population and expand the conversation beyond the limited
research that exists today.
KEYWORDS: landscape design guidelines, sensory environments, sensory processing disorder, special needs
therapeutic landscapes, evidence-based approach, restorative outdoor spaces, healing gardens
1.0 INTRODUCTION
The percentage of individuals diagnosed with Autism

Spectrum Disorders (ASD) is rising in our society. A
2010 CDC report estimated that one in every 68 children are affected by autism, which marks a dramatic
increase from the rates in previous studies (a 123% increase from a 2002 study)1.
ASD affects the way individuals understand and process
their environment. It is a complex neurological disorder
that affects three primary areas: sensory integration,
social interaction and communication, and repetitive
patterns of behavior2. The word spectrum suggests the
wide range of symptoms for individuals with ASD; some
individuals have good language skills and high cognitive
42
skills while others are nonverbal and have significant

social, cognitive, and motor skill challenges. A wellknown phrase is if youve met one person with autism,
then youve met one person with autism because characteristics vary greatly from individual to individual2.
Engagement with nature provides an important experience for children with autism. This theory is supported
by numerous scientific studies that have documented
improved health outcomes from views of and engagement with nature3. Richard Louv has pointed out that
children are happier, smarter and better adjusted with
more time spent in the outdoors4. Kaplan and Kaplan
have noted that the outdoors can provide restorative
benefits as well as sharper mental focus5. The benefits
Analysis of Therapeutic Gardens for Children with Autism Spectrum Disorders
are slowly being documented, but autistic children who

are exposed to nature benefit from these experiences.
Landscape architecture design for children with ASD
has had limited exposure.
Autism characteristics are often discussed in partnership with Sensory Processing Disorder (SPD). SPD is a
neurological disorder that causes difficulties with taking
in, processing, and responding to sensory information
about the environment and from within the own body.
Individuals with ASD often have this disorder, but not
all, and individuals with SPD are not all autistic. Individuals with SPD live in a spectrum of sensory experiences ranging from hypersensitive (oversensitive to
stimuli) to hyposensitive (under-sensitive to stimuli). In
addition to the traditional five senses, two other senses
have been determined to be valuable in understanding
autism: proprioceptive and vestibular senses6. Designing public or inclusive spaces requires accommodation
of as many characteristics as possible, whereas designs
for individuals can be customized, focused and honed
to the individuals needs. Below is a brief description of
how the role of senses impacts individuals with SPD,
and Figures 1 to 7 illustrate how landscape design can
be utilized to address these specific sensory factors.
A.
Visual: Creating ordered, calm, and consistent language in spaces is critical for children with ASD7.
Seeing too many elements at once can overstimulate an individual with ASD. Clear sight lines should
be provided so that the individuals can take in their
surroundings. Visual clues such as a clear definition of space, patterns in pavement or signage,
can help put special needs children at ease. Some
children with ASD are photosensitive, therefore it is
important to provide shade in garden areas8.
Figure 1: Visual senses and design elements.
B.
Auditory: Children with ASD can be overly sensitive to noise while others can be hyposensitive. Cocooning spaces should be created for hypersensitive children so that they can retreat when they get
overwhelmed. In building design, careful attention
should be paid to how sounds bounce off walls9.
Hyposensitive children need safety precautions to
protect them from danger that mainstream individuals recognize, such as traffic.
Figure 2: Auditory senses and design elements.
C.
Tactile: Spaces should be designed with the understanding that texture may be important for some
children; a pebble path, a sand box, even grass.
Hyposensitive children might need spaces that
downplay these textures. Public spaces must then
be developed with an array of surfaces that are well
separated for a range of experiences.
Figure 3: Tactile senses and design elements.
43
D.
Smell: Strong fragrances can be an issue with

some ASD children6. Therefore, if fragrant plants
with temporal blooms are used in the landscape
they should be localized so that sections of the
landscape do not have strong aromas. Plants with
leaves that are fragrant when crushed can be used
throughout a landscape since the aroma is more
controlled.
is because their vestibular system is under stimulated. On the contrary, children with hypersensitivity to movement may have their energy levels
drained by activity. Providing a variety of activities
from swinging to cocooning will help accommodate different users.
Figure 4: Smell and landscape design elements.
Figure 6: Vestibular aspects and design elements.
E.
G.
Taste: Similarly to smell, flavors can impact children with autism in different ways. While this has a
low impact in the design of spaces, it is yet another
important factor in the complex understanding
process of children with ASD.
Proprioceptive: Proprioceptive systems give individuals sense of awareness and movement of

ones body in space. If children with ASD have a
proprioceptive system that does not function normally, it may cause them to be clumsy and unable
to evaluate distances between them and others.
Providing spaces that are designed for safety is
important because of this factor. Vibration therapy
in the form of drumming decks is one method that
could be integrated into a landscape to assist with
ASD symptoms.
Figure 5: Taste and landscape design elements.
F.
44
Vestibular: Balance, movement, and the sense of

spatial orientation is largely regulated by the vestibular system. One of the reasons some children
with ASD like spinning, rocking, pacing or running
Figure 7: Proprioceptive aspects and design elements.
Understanding the wide variety of sensory inputs that

affect autistic individuals gives clues to the complexity
of the problem. The spectrum of characteristics suggests that there are no simple solutions or quick answers.
2.0 RESEARCH METHODOLOGY
The team used the following research methodology: a

literature review and critique of established design criteria, an observation and analysis of built projects to
evaluate experiential design criteria, and an application
of design guidelines to a specific project. The project,
Camp Southern Ground, is a summer camp designed
to serve children of diverse abilities and backgrounds
(including special needs and neuro-typical children) to
come together and learn life skills, and encourage personal growth in a positive environment. In short, the
goal of the camp is to have children with special needs
and other children not only be comfortable with one another, but to build a deep trust between two groups that
are often isolated from one another.
2.1 Precedent Projects
To broaden our perspective on what makes an ideal site

for children with ASD, we visited six cities and numerous projects. As there are very few sites that are specifically designed for children with special needs, we
expanded our visits to include childrens gardens, public playgrounds, and camps for special needs children.
The following is a brief description of the places we visited and the lessons learned from each of these visits.
2.1.1 Camp Glisson (Dahlonega, GA)
Camp Glisson (Figure 8) is a rustic camp located north
of Atlanta successful in mingling mainstream campers
with special needs children. A couple of key components make Camp Glisson a valued resource. First, it
offers a clear separation of mainstream campers and
special needs children in their living quarters. Through
our research, it was clear that allowing special needs
children their own space and place to get away is critical. At the same time, the lodging is close enough that
they are still very much a part of the camp. The second
component that should be noted is the lack of special
activities just for the special needs campers. The activities were always integrated and universal even if it
meant that there were special lifts or systems to accommodate all children. The camp appears to be comfortable pushing the boundaries of all children and letting
them grow to their own needs.
Figure 8: Camp Glisson.
2.1.2 Coastal Maine Botanical Garden (Boothbay, ME)

The Coastal Maine Botanical Garden demonstrates
three items of significance for the notion of a therapeutic
garden for children with special needs (Figure 9). First,
the Garden of the Five Senses incorporates opportunities for children to explore using different senses (taste,
smell, hearing, touch and vision). The garden is well
built, beautiful and based on a strong concept, however, our impression was that the specific senses could
have been better explored. Second, the Childrens Garden allows for activities such as pumping of water, playing in the sand, a ropes tree house, or pulling up lobster
buoys. All activities work on different strengths of the
children and engage them in a variety of opportunities.
The last item is the integration of the natural landscape
with manmade objects. There are plenty of opportunities for children to walk in the woods and engage with
natural materials (such as building play houses with
sticks or climbing on a giant rock outcropping). A wide
variety of fountains fully engage the children and allows
them to touch, watch or jump over water. Using natural
materials allows them to learn the complexities and simplicities of nature. While the garden is not designed for
45
Figure 9: Coastal Maine Botanical Garden Garden of the Five

Senses.
Figure 10: Huntington Botanical Garden Childrens Garden.
special needs children, it offers significant opportunities

for enjoyment and learning.
2.1.4 Morton Arboretum Childrens Garden (Garden

Lisle, IL)
This four-acre garden engages children in learning
about nature through outdoor play. The garden develops
in complexity with an initial quiet entry sequence, which
builds into an Adventure Woods with multiple destinations that appeal to a wide variety of abilities. Interactive
water features are some of the most popular elements in
this garden. Children seemed to delight in manipulating
their environment through hand powered water pumps,
moveable stones to create dams in a stream, or stone
globes that spin in water. Colored concrete pavement
patterns and leaves imprinted in the pavement provide
repetition and a sense of continuity in the garden. Meandering paths provide a sense of mystery. Vine tunnels
and artificial caves provide places for escape while providing clear sight lines for parents. An elevated lookout
nestled in the trees provides a place for children and
parents to take in the full range of play options. Parents
indicated that the most popular element for their children was the Wonder Pond, an artificial shallow pond
that comes to life once a year with tadpoles (Figure 11).
This reminds us that the interaction with plants and animals is an essential experience in these designed landscapes.
2.1.3 Huntington Botanical Garden and Library (Los Angeles, CA)

Huntington Botanical Garden is an amazing complex
with many resources. What is special about Huntington is how it mixes play with learning. The Childrens
Garden is surrounded on three sides by a conservatory
and greenhouse, which is more like a small childrens
museum. Here kids can understand root growth or how
seeds travel in the wind by cranking fans. It is a very
creative way to teach the children in a safe environment.
The Childrens Garden itself provided a few items of significance. The scale was appropriate where the kids
could easily find their way around, but also not quite
see what is around the corner. Devices, where children
drop rocks onto metal pegs for sound, were inventive
and engaging. Misting rooms cooled children while creating a safe sense of mystery. Along with opportunities
to get their hands dirty, to climb, and to explore, the
garden had elements that engaged both parents and
children (Figure 10).
46
Figure 11: Morton Arboretum Childrens Garden Wonder Pond.
2.1.5 Center for Discovery (Monticello, NY)

This vast facility serves around 450 patients with a
range of special needs including ASD (Figure 12). The
experience at the center is more about a holistic experience that encompasses the entire landscape, rather than a discrete contained garden. Fields of crops,
greenhouses, fruit orchards, mobile chicken tractors,
and sinuous paths are all integrated into the patient experience. For example, organic produce and eggs from
the farms are gathered by patients, cooked by patients,
and then feed the patients and staff. This reflects the
centers whole systems-whole person approach to the
disorder, which looks beyond just behavioral and neurological problems to include nutrition, exercise, music,
and other areas. The challenge of maintaining such a
large facility was clear and we were reminded of the
need to craft durable, low-maintenance landscapes.
Dry stack stone walls provided a sorely needed sense of
continuity throughout the landscape. The broad scale of
the center expanded our notions of what role landscape
can have in the lives of children with ASD.
Figure 12: Center for Discovery.
2.1.6 Julius Kahn Playground (San Francisco, CA)

At first glance, Julius Kahn Playground is a typical
neighborhood playground (beyond the view to the Golden Gate Bridge and wonderful setting in the Presidio);
intimate and comfortable with swings, a sand box and a
jungle gym (Figure 13). Upon closer look, it is clear that
there were significant decisions made to serve an autistic audience. As described by Vince Lattanzio, ASLA,
President of Carducci and Associates in San Francisco,
the park provides flexibility and opportunities for adaptation of use, visual clues and clear lines of sight, clear
definition of space, predictability and non-threatening
elements, clearly defined boundaries and signage9.
There is plenty of room in this park even though it is
intimate. The key elements are well spaced, leaving
plenty of running room within the confines of the small
boundary fence.
Figure 13: Julius Kahn Playground.
2.1.7 Mission Delores Park (San Francisco, CA)

Mission Delores Park has been transformed with the
addition of the new playground. While not focused on
special needs specifically, it has many of the elements
that have been outlined as suitable design elements
including challenge opportunities, swings, open space
for children to roam, multiple slides to reduce congestion and the incorporation of planting as an integral part
of the design (Figure 14). Adults seem to be enjoying
the park as much their younger counterparts, because
the opportunities are creative and vast. The park offers
a wide range of options that appeal to a spectrum of
people.
47
ate a hierarchy of importance. Many of the guidelines

overlapped or seemed to be less critical than others,
yet were treated with equal importance. In categorizing
essential guidelines, we focused on elements that provide safety, accessibility, and help children overcome
sensory issues. These guidelines should be viewed as
a preliminary framework that needs to be evaluated in
a built work with post-occupancy evaluations to determine if the strategies are effective. In addition, as Vincenta observed these should be considered for their
appropriateness within the context of a given project
and should not be considered guaranteed solutions2.
Figure 14: Mission Delores Park.
2.2 Design Guideline Review
We identified two resources that outline the guidelines

for landscape architecture design for children with
ASD2,6. Hebert and Vincenta developed these guidelines
through examination of current available research, personal interviews and observations. Our approach was
to compare and contrast these documents and to cre-
One of the most important principles outlined by Claire

Cooper-Marcus and Marni Barnes in their book Healing Gardens: Therapeutic Benefits and Design Recommendations is to design for the needs of the users10.
This principle is challenging to apply to a garden for
ASD children, given the spectrum of symptoms for ASD.
The complexity of ASD dictates that each project would
need to apply the guidelines to meet the needs of the
users, as every child with ASD has different needs. We
have outlined a refined set of guidelines for the design
of gardens for ASD children in Table 1.
Table 1: Guidelines for the design of gardens for ASD children.
48
Essential Guidelines
Other Guidelines
1. Design for safety, security, and supervision

a. 5 minimum height for a perimeter fence
b. Avoid toxic materials and plants
c. Clear sight lines to garden
2. Universal Design (Beyond ADA)
a. Clear edge along paths (for vision impaired)- such as
texture differention
b. Plenty of visual aids and signage (orientation maps)
c. Smooth, wide surfaces (avoid overcrowding)
3. Provide opportunities to overcome sensory issues
4. Quiet location-mask or screen unwanted noise
5. Provide places for retreat from sensory overload
a. Cocooning places-willow tunnels, hammocks
6. Provide opportunities for exercise
a. Increase motor skills, coordination, and balance
7. Design for maximum nature interaction
8. Provide shade
9. Design for emotional and human comfort
10. Design for the needs of the users
1. Provide elements of consistency in the form of

materials or plants
2. Provide transition between spaces
3. Sequence activities
4. Provide fixed and non-fixed activities
5. Flexible design that accommodates a variety of uses
and individuals
6. Provide opportunities for increased socialization-social
seating spaces, moveable seating
7. Build in challenges
8. Provide observation points
9. Provide storage (for play equipment used in therapies)
3.0 CAMP SOUTHERN GROUND
The inspiration for this research was Camp Southern

Ground, a summer camp/conference center nestled in
the rolling hills of Fayette County, Georgia. Perkins+Will
was engaged in the master planning of the project.
The design and planning was informed by the needs
of its driving force, special needs children (Figure 15).
Through the research, we examined factors that would
provide the clearest landscape goals in the design of
the camp. The following is a description of the core
elements we integrated into the design of the camp
as a result of this research. As this was a master plan
level effort, there is an opportunity for future design
efforts to better address the site-specific design considerations. As the design is advanced, careful con-
sideration must be made to integrate positive natural

distractions into the camp experience. For example,
the nearby wetlands, lake, and surrounding forest are
being designed to be engaged through boardwalks,
docks and treehouses and the existing large clay borrow pit is being transformed into an activity adventure
center. However, these elements also do not address
the important operational considerations that will enrich
the camp experience, such as horticulture therapy
within the healing gardens, input from occupational
and physical therapists, and other programming considerations. The site design only addresses part of the
camp experience, for it is in the human interactions that
transformative personal growth will occur for campers.
Figure 15: Camp Southern Ground site master plan.
49
3.1. Sequencing of Site
Vincenta describes sequencing as a critical element

for special needs children as they move from space to
space2. This theory is supported by research on architectural design for autistic children by Mostafa8. In the
design of the camp, we expanded the concept from a
garden scale to a community scale, where each camp
district has distinct characteristics that elevate in intensity as one moves through the site (Figure 16). The sequence begins from the point of arrival at the welcome
Key to Sequence Diagram
1. Welcome Center
2. Lodging
3. Dining
4. Education components
5. Adventure
Figure 16: Camp Southern Ground sequencing diagram.
50
center (#1). Here the design of the space is simple,

warm and inviting, providing families and campers an
opportunity to settle into the space. Traveling through
a tunnel along the north-south spine, the transformation into more challenging spaces begin. After this tunnel, the lodges (#2) expose campers to a bit more wild
nature while maintaining a comfortable environment.
Once campers are ready, they can challenge themselves with a visit to the adventure center (#5), where
they learn to trust each other and their own abilities.
3.2 Decompression Zones
Spaces for re-centering and calming were implemented

throughout the campus. These spaces integrate nature
as a soothing element, especially at the health center
where water and reflection are focus elements within

small garden rooms (Figure 17), and at the respite
lodge where cocooning swings are incorporated into the
design.
Figure 17: Health Center cross section.
51
3.3 Healing Gardens on a Broader Scale
Most districts have healing gardens associated with their

key characteristics. While traditional camps, retreats or
campuses are fortunate to have one healing garden, the
design for the camp has been broadened and pushed
to focus on simple senses in order not to overwhelm
individuals. Within all of these gardens, there is a great
opportunity to incorporate horticulture therapy into the
Key to Healing Garden Diagram

a. Visual garden with the arts complex
b. Sound garden with the music building
c. Aroma garden with the health and environment building
d. Tactile gardens as part of the respite lodge courtyard
e. Taste gardens as part of the dining hall and organic farm
f. Vestibular and proprioceptive gardens as part of the adventure zone
s. Staff decompression garden
Figure 18: Healing Gardens diagram.
52
camp experience. In her book on gardening with children with ASD, Etherington noted many benefits for
ASD children in horticulture therapy, such as easing
anxiety, promoting sensory integration and building social skills11. The taste garden is especially well-suited to
horticulture therapy, since the children would be able to
eat and share the fruits of their labor with others.
The following gardens were incorporated into the master plan (Figure 18):
a) Visual garden with the arts complex
b) Sound garden with the music building
c) Aroma garden with the health and environment
building
d) Tactile garden as part of the respite lodge courtyard
e) Taste garden as part of the dining hall grounds and
the organic farm as part of a hands on experience
for the children.
f) Vestibular and proprioceptive gardens as part of
the adventure zone
s) Staff decompression garden to allow for the staff to
re-energize.
3.4 Spectrum of Experiences
The vision for this camp is to open the door for as many
individuals as possible. The design follows this direction by creating opportunities for children to succeed in
the ways that fit them best. This is carried out through
the separate gardens as outlined above as well as an
array of opportunities to learn through (but not limited
to) natural play, music, art, cooking, digital arts, and
environmental studies. Further, each of these can be
explored in individual preferences. This model creates
a wide spectrum of activities where each child can find
their own path. Figure 19 shows the spectrum of experiences to be provided and how a child may find his or
her own path.
Figure 19: Spectrum of experiences diagram.
53
3.5 Respite Lodge
The respite lodge (Special Needs Housing) (Figure 20)

includes many elements specially designed for those
who will use the site, although on a much smaller
scale than the rest of the camp. The looped circulation system is consistent with observations that some
children with ASD enjoy following circuits. The design
for the courtyard started with this concept for creating
Figure 20: Respite lodge site plan.
54
a series of closed loops for the children to exercise on

and follow. As they follow the circuit, they will encounter
zones for activity and a spectrum of natural material
experiences on a local scale. These include the calming
respite of water, the rich textures for tactile engagement
of a stone garden, the challenge and climbing space of
sculptural wood elements (Figure 21) and a sand garden to build and be creative in.
Figure 21: Respite lodge east-west section Wood Garden.
The site is uniquely tied to the architecture with spaces

that flow inside and out to provide elements for comfort.
Surface safety in the garden was considered through
the use of a combination of planted surfaces and rubber mat surfacing that continues into the building. An
organic shaped stone wall, combined with the architecture, creates a protective nest to shield the children
from wind from all directions. Further, the space is entirely shaded as the site is nestled comfortably in exist-
ing woods, and the building is oriented to the west of

the garden to add shade and protect from the setting
sun. A roof overhang over the water garden and covered outdoor terraces provide additional sun protection.
Cocooning swings hang within the porches facing the
garden and green walls incorporating nature into the
interior (Figure 22). The design team has also located
utilities on the roof of the building to keep noise and
venting away from the children.
Figure 22: Respite lodge north-south sections.
55
4.0 CONCLUSION
Design of therapeutic gardens for children with special

needs must consider many different aspects, as we
have illustrated in this article. During the literature review and observational study of built projects, we found
that there is not a single, specific design method that
should be used. After reviewing research articles, books
and other sources, we felt that we had a good understanding of what children with ASD need. However, we
discovered that the spectrum was so wide, that it was
hard to have a short answer. Rather, different criteria
must be considered, and we developed a list of essential factors, and guidelines. The first principle should
be to create a universal and safe design that meets
everyones needs. We also implemented these guidelines into the design of Camp Southern Ground. Further
research, analysis and post-occupancy evaluations are
necessary to evaluate the effectiveness of different design strategies that were used during the design.
Acknowledgments
[4] Louv, R., (2005). Last Child in the Woods: Saving

Our Children from Nature-Deficit Disorder, Chapel Hill,
NC: Algonquin Books of Chapel Hill.
[5] Kaplan, R., and Kaplan, S., (1989). The Experience
of Nature: A Psychological Perspective, Cambridge, NY:
Cambridge University Press.
[6] Hebert, B., (2003). Design Guidelines of a Therapeutic Garden for Autistic Children, MLA Thesis, Louisiana State University.
[7] Reynolds, D., (2011). Autistic Children with Epilepsy are Often Sensitive to Light, Retrieved on 10/20/14
from
http://www.emaxhealth.com/1506/autistic-children-epilepsy-are-often-sensitive-light.
Special thanks to designers who shared information and

discussed concepts with us including Regan Coover,
Jean David Derreumax, Peter Dollard, Thomas Brown,
Leo Alvarez, Basak Alkan, and Vincent P. Lattanzio.
[8] Mostafa, M., (2008). An Architecture for Autism:

Concepts of Design Intervention for the Autistic
User, International Journal of Architectural Research,
Vol. 2, No. 1, pp. 189-211.
The research for this article was conducted in a limited amount of hours through Perkins+Wills Innovation
Incubator program, a micro-grant program to support
the culture of innovation through small, focused, fastpaced investigative projects that are led by Perkins+Will
employees. This represents a first step into research on
this subject only, and there is a great opportunity for the
subject to be further explored.
[9] Johnston, B., Interview with Brian Johnston on the

Landscape of Autism. Retrieved on October 2012 from
ASLA blog the Dirt. http://www.asla.org/ContentDetail.
aspx?id=37601
REFERENCES
[1] Baio, J., (2014). Prevalence of Autism Spectrum

Disorder Among Children Aged 8 Years Autism
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11 Sites, United States, 2010, MMWR Surveillance
Summaries, Vol. 63, No. SS-2, pp. 1-21, Retrieved
from
http://www.cdc.gov/mmwr/preview/mmwrhtml/
ss6302a1.htm?s_cid=ss6302a1_w.
[2] Sachs, N., and Vincenta, T., (2010). Outdoor Environments for Children with Autism and Special Needs,
Implications, Vol. 09, No. 1. Retrieved on 2/6/2012
from http://www.informedesign.org/_news/april_v09-p.
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[3] Taylor, A., Kuo, F., and Sullivan, W., (2001).Coping with ADD: The Surprising Connection to Green Play
Settings, Environment and Behavior, Vol. 33, No. 1,
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[10] Cooper-Marcus, C., and Barnes, M., (1999). Healing Gardens: Therapeutic Benefits and Design Recommendations. Hoboken, NJ: John Wiley & Sons.
[11] Etherington, N., (2012). Gardening for Children
with Autism Spectrum Disorders and Special Education
Needs: Engaging with Nature to Combat Anxiety, Promote Sensory Integration and Build Social Skills, London, UK: Jessica Kingsley Publication.

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ResearcH JournaL

2014 / VOL 06.02

PERKINS+WILL RESEARCH JOURNAL / VOL 06.02